美國(guó)中文教師談本土教師的培養(yǎng)與培訓(xùn) Chinese Language Educators on the Cultivation and Training of Local Teachers in the United States

劉剛 Liu Gang 劉艷 Liu Yan 張潔 Zhang Jie 焦立為 Jiao Liwei 王靜 Wang Jing 張永濤 Zhang Yongtao 酈帥 Li Shuai 馬驥 Ma Ji

所謂“本土教師”，一般是指在國(guó)外長(zhǎng)期從事中文教學(xué)工作的教師，是相對(duì)于國(guó)內(nèi)外派和各大學(xué)校際交流到國(guó)外任教的中文教師而言的。本土教師也有在國(guó)內(nèi)接受完教育，甚至有了一定的工作經(jīng)驗(yàn)之后才到國(guó)外工作的，并不一定都由當(dāng)?shù)嘏囵B(yǎng)，或者并非漢語(yǔ)母語(yǔ)者。美國(guó)本土中文教師的培養(yǎng)與培訓(xùn)具有哪些特點(diǎn)？新手教師應(yīng)該從哪些方面入手提高自己的教學(xué)水平？中文教學(xué)相較于其他語(yǔ)言教學(xué)的特殊性對(duì)教師培養(yǎng)提出了哪些要求？如果要成為美國(guó)中小學(xué)中文教師，需要做哪些準(zhǔn)備？針對(duì)上述問(wèn)題，我們特別邀請(qǐng)了美國(guó)圣路易斯華盛頓大學(xué)的梁霞老師、卡內(nèi)基梅隆大學(xué)的劉剛老師、杜克大學(xué)的劉艷老師、俄克拉荷馬大學(xué)的張潔老師、布朗大學(xué)的焦立為老師、普林斯頓大學(xué)的王靜老師、耶魯大學(xué)的張永濤老師以及佐治亞州立大學(xué)的馬驥老師和酈帥老師從不同側(cè)面闡述他們的看法，現(xiàn)與同仁分享如下。

The term “l(fā)ocal teachers” typically refers to instructors who have beeninvolved in teaching Chinese abroad for an extended period. This is in contrast toChinese teachers who have been dispatched overseas by the Chinese governmentor through inter-university exchanges. Local teachers can also refer to individualswho come to work abroad after receiving their education and even gaining somework experience in their home country. It is important to note that not all localteachers are necessarily trained abroad or non-native speakers of Chinese. What aresome distinctive characteristics exhibited during the cultivation and developmentof native Chinese language teachers in the United States？ How can novice teachersimprove their teaching skills？ What kind of teacher cultivation are required sinceChinese language instruction presents unique challenges compared to teachingother languages？ To become a regularly hired teacher at an American elementaryor secondary school， what specific preparations are required？ In order to shedlight on these issues， we have invited experts to share their insights from differentperspectives. The experts include Prof. Liang Xia from Washington University inSt. Louis， Dr. Liu Gang from Carnegie Mellon University， Dr. Liu Yan from DukeUniversity， Dr. Zhang Jie from The University of Oklahoma， Dr. Jiao Liwei fromBrown University， Dr. Wang Jing from Princeton University， Dr. Zhang Yongtaofrom Yale University， and Dr. Ma Ji and Dr. Li Shuai from Georgia State University.We hope that their perspectives will be valuable to our colleagues.

1. 國(guó)際中文教師培養(yǎng)與培訓(xùn)的特點(diǎn)及內(nèi)容Characteristics and Content Involved in Cultivatingand Training International Chinese LanguageTeachers

梁霞老師指出，國(guó)際中文教師的培養(yǎng)與培訓(xùn)是兩個(gè)既有區(qū)別又相互聯(lián)系的概念。

Prof. Liang Xia emphasized the distinction andinterconnectedness of international Chinese teachercultivation and training.

一般來(lái)說(shuō)，師資培養(yǎng)不對(duì)復(fù)雜的教學(xué)過(guò)程進(jìn)行直接干預(yù)。它通常是個(gè)性化的、因人而異的，往往要經(jīng)歷一個(gè)較長(zhǎng)的過(guò)程。師資培養(yǎng)的主要目標(biāo)是通過(guò)增強(qiáng)或者轉(zhuǎn)變教師的自我意識(shí)，在總體上提高教師的基本素質(zhì)。例如，每位教師都需要了解如何呈現(xiàn)教學(xué)材料或者設(shè)計(jì)作業(yè)，這些是可以通過(guò)培訓(xùn)學(xué)會(huì)的；但是，讓教師認(rèn)識(shí)到對(duì)學(xué)生缺乏耐心會(huì)影響學(xué)生的出勤和自信心，或者減弱學(xué)生的接受能力和學(xué)習(xí)動(dòng)力，這些與教師的態(tài)度和自我意識(shí)相關(guān)的內(nèi)容是教師培養(yǎng)特別需要關(guān)注的。在教師培養(yǎng)過(guò)程中，施訓(xùn)方需采取不同的策略，如通過(guò)布置課外作業(yè)、提問(wèn)和討論、觀察和分享個(gè)人經(jīng)驗(yàn)等方法，盡量引起受訓(xùn)教師的興趣，從而提高其本體知識(shí)及課堂教學(xué)的總體水平。要通過(guò)不斷地批評(píng)和參與教學(xué)實(shí)踐使受訓(xùn)方建立正確的工作態(tài)度和自我意識(shí)。

In general， teacher cultivation does not directlyinterfere with the intricate process of teaching. Itis typically personalized and varies from person toperson， often spanning an extended period. Theprimary objective of teacher cultivation is to enhanceor transform teachers’ self-awareness in order toimprove their overall competence. For instance， everyteacher must understand how to present teachingmaterials or design assignments， which can beacquired through training. However， making teachersrealize that their lack of patience with studentscan impact student attendance， self-confidence， ordecrease students’ receptivity and motivation is aparticular concern in teacher cultivation becauseit relates to teachers’ attitudes and self-awareness.Throughout the teacher cultivation process， trainersshould employ various strategies， which may includeassigning out-of-class tasks， facilitating discussions，observing and sharing personal experiences， amongother methods， to elicit as many responses aspossible from teacher trainees. This helps enhancetheir pedagogical knowledge and overall classroomteaching skills. Trainees must develop appropriateattitudes and self-awareness through continuousattention to， constructive criticism on， and activeparticipation in teaching practices.

師資培訓(xùn)一般由施訓(xùn)方發(fā)起，直接介入改變教師教學(xué)中某些具體領(lǐng)域的活動(dòng)。介入集中于具體的教學(xué)產(chǎn)出，通過(guò)一系列清晰、明確的步驟，一般會(huì)使教師在特定時(shí)間內(nèi)取得成效。這些可培訓(xùn)的部分通常是知識(shí)和技巧方面的，可以是孤立的、具有較強(qiáng)實(shí)踐性的并且最終是可以掌握的。施訓(xùn)方可以把某項(xiàng)內(nèi)容單列出來(lái)（例如，如何組織課堂操練），指出問(wèn)題所在及如何改變，受訓(xùn)方經(jīng)過(guò)多次練習(xí)，然后施訓(xùn)方通過(guò)某些觀察指標(biāo)評(píng)鑒受訓(xùn)方是否取得了進(jìn)步。培訓(xùn)通常基于如下假說(shuō)：通過(guò)掌握分項(xiàng)的知識(shí)和技巧，教師即可提高課堂教學(xué)的總體效果。簡(jiǎn)而言之，基于教師基本素質(zhì)的教學(xué)技巧培訓(xùn)是比較容易在短期內(nèi)取得成效的，比如暑期中文班的教師培訓(xùn)，有些具備良好專業(yè)基礎(chǔ)但沒(méi)有課堂教學(xué)經(jīng)驗(yàn)的研究生，經(jīng)過(guò)一周左右的培訓(xùn)，就可以基本達(dá)到暑期班一般的教學(xué)工作要求。

Teacher training typically involves the trainerdirectly intervening to modify specific aspects ofa trainee’s teaching. This intervention focuses onprecise pedagogical outcomes and， through a series of well-defined steps， generally results in teacherprogress within a specific time frame. These trainablecomponents， which usually involve knowledgeand skills， can be isolated， highly practical， andultimately mastered. The trainer may isolate a specificcomponent （such as how to organize a classroomdrill session）， identify problematic areas， proposesolutions， and guide the trainee through multiplepractice sessions. Subsequently， the trainer evaluatesthe trainee’s progress or success using specificobservational criteria. Teacher training is generallybased on the hypothesis that by acquiring knowledgeand skills in specific areas， the teacher can enhancethe overall effectiveness of classroom instruction.In summary， training in teaching skills based ona trainee’s existing academic and professionalpreparations can yield positive results in a relativelyshort period. For example， in the context of teachertraining for summer Chinese classes， graduatestudents with a strong professional background butno prior classroom teaching experience can meetthe general requirements for teaching in a summerChinese program after approximately one week oftraining.

每位教師的個(gè)性、處理問(wèn)題的方式和成長(zhǎng)過(guò)程都是因人而異的，而且是可以改變的。培訓(xùn)項(xiàng)目的目的就是通過(guò)訓(xùn)練，為中文教師提供自我提高、不斷成長(zhǎng)的可能。

Each teacher possesses a unique personality，approach to problem-solving， and personal growthtrajectory， all of which are subject to change. Theobjective of a training program is to offer Chineseteachers the opportunity for self-improvement andongoing development.

教師的長(zhǎng)期培養(yǎng)和短期培訓(xùn)從內(nèi)容和側(cè)重點(diǎn)上可分為兩種基本類型：第一種是偏重實(shí)踐經(jīng)驗(yàn)型的，具有良好中文本體知識(shí)基礎(chǔ)的教師通過(guò)直接觀察有經(jīng)驗(yàn)教師的課堂教學(xué)，理解并反思其經(jīng)驗(yàn)，就能在實(shí)踐中先是簡(jiǎn)單模仿有經(jīng)驗(yàn)教師的教學(xué)方法，而后熟能生巧，習(xí)慣成自然，經(jīng)過(guò)多年的積累、歷練，日臻成熟。在此過(guò)程中，有經(jīng)驗(yàn)教師對(duì)新手教師的指導(dǎo)和幫助至關(guān)重要。第二種是以理論學(xué)習(xí)為主的，通過(guò)學(xué)習(xí)他人的研究成果，獲得間接的教學(xué)經(jīng)驗(yàn)，掌握教學(xué)技巧。第一種類型的經(jīng)驗(yàn)可能具有個(gè)性化色彩，需要與理論相結(jié)合才能升華到具有普遍指導(dǎo)意義的觀點(diǎn)；第二種類型強(qiáng)調(diào)理論，有可能脫離教學(xué)實(shí)際，容易使教學(xué)簡(jiǎn)單化、模式化。只有將兩者相結(jié)合，在具備一定的知識(shí)和理論基礎(chǔ)之后進(jìn)入教學(xué)實(shí)踐的過(guò)程，尊重教學(xué)實(shí)踐，并注意總結(jié)、歸納和提煉經(jīng)驗(yàn)，從理論的高度審視教學(xué)的成敗得失，兩者緊密結(jié)合，才有可能實(shí)現(xiàn)教師培養(yǎng)全過(guò)程的成功。

Long-term teacher cultivation and shorttermteacher training can be categorized into twofundamental types based on their content andemphasis： the first type is practice/experienceoriented.Teachers with a strong foundation inChinese language knowledge can progressivelymaster the teaching methods of experienced teachersby directly observing their classroom instruction，comprehending and reflecting upon their ownexperiences. Through imitation and continuouspractice， they can develop and perfect their teachingcompetency over the years. In this process， guidanceand support from experienced teachers are ofparamount importance to novice teachers. Thesecond type emphasizes theoretical learning， whereteaching skills are acquired indirectly by studyingthe research outcomes of others. The first typemay exhibit a personalized approach which canlead to the development of universally applicableteaching philosophy only when combined withtheory learning. Conversely， the second type placesa strong emphasis on theory， which runs the dangerof distancing itself from actual teaching practice，leading to oversimplification and routinization inteaching. Only by combining these two approachesand entering the teaching practice after acquiring asolid knowledge and theoretical foundation can theteacher cultivation process be deemed successful.Throughout the teacher cultivation process， it isessential to pay great attention to actual teachingpractice， and to continually summarize， generalize，and refine relevant teaching experiences; it isalso critical to evaluate both achievements andproblematic areas involved in teaching from atheoretical perspective.

針對(duì)梁霞老師的上述觀點(diǎn)，劉剛老師表示贊同，并認(rèn)為在當(dāng)今社會(huì)，尤其是在人工智能高速發(fā)展的背景下，應(yīng)在中文教師專業(yè)“培訓(xùn)”的基礎(chǔ)上，更加注重對(duì)中文教師的全面“培養(yǎng)”。

In response to Prof. Liang Xia’s views， Dr. LiuGang concurred with her perspective and believedthat in today’s society， particularly in the contextof rapid artificial intelligence advancement， thereshould be a greater emphasis on the comprehensive“cultivation” of Chinese language teachers in additionto the professional “training” they have received.

劉老師認(rèn)為，首先需要明確一個(gè)概念，“國(guó)際中文教師”這個(gè)稱呼里的“教”與“師”，其背后所代表的含義并非完全相同。韓愈在《師說(shuō)》中提到：“師者，所以傳道授業(yè)解惑也?！边@里的“授業(yè)”類似于我們今天所說(shuō)的“教”，即如何運(yùn)用最有效的教學(xué)方法，精確地向?qū)W生傳遞語(yǔ)言知識(shí)，確保最佳教學(xué)效果。然而，“教”僅僅是國(guó)際中文教師職責(zé)的一部分。除此之外，國(guó)際中文教師的角色更需要承擔(dān)起“師”的任務(wù)，即“傳道”與“解惑”。而如何做到“傳道”與“解惑”，就涉及對(duì)中文教師人文素質(zhì)和綜合能力的培養(yǎng)了。

Dr. Liu suggests that one essential conceptthat needs clarification is the distinction betweenthe implied meanings of the terms （teaching）and （teacher） within the title （International Chinese Language Teacher）.He draws attention to Han Yu’s assertion in the essay“On Teachers，” which states， “（Teachers are those who propagatethe truth， impart knowledge and skills， and solvedoubts）.” In this context， is similar to whatwe now refer to as ， involving the use of the mosteffective instructional methods to accurately impartlanguage knowledge to students and ensure optimallearning outcomes. However， represents onlya portion of the responsibilities of an internationalChinese language teacher. Dr. Liu emphasizes thatthe role of an international Chinese language teachershould encompass more of a （teacher） aspect，which involves （propagating the truth）and （solving doubts）. How to achieve theseaspects is related with the development of humanisticqualities and comprehensive abilities in Chineselanguage teachers.

長(zhǎng)期以來(lái)，國(guó)際中文教學(xué)界在對(duì)“教”的培訓(xùn)上投入了大量資源，組織了大量的研討會(huì)、工作坊和示范課，來(lái)幫助中文教師補(bǔ)充語(yǔ)言學(xué)知識(shí)和提高教學(xué)技能。與之相比，我們對(duì)“師”的培養(yǎng)卻缺乏足夠的重視和支持。這一方面固然是因?yàn)閷?duì)“師”的培養(yǎng)需要長(zhǎng)期性、個(gè)人化和全方位的投入，實(shí)施起來(lái)非常困難；但另一方面，也是由于業(yè)內(nèi)外還有很多人仍將國(guó)際中文教師視為一種“專業(yè)技能型工種”，認(rèn)為他們只要教好學(xué)生中文就行。劉老師認(rèn)為，將來(lái)國(guó)際中文教育事業(yè)如果想獲得更長(zhǎng)足的發(fā)展，不被日新月異的人工智能技術(shù)替代，就不能再讓教師局限于“教”，而需要鼓勵(lì)他們多方位、多維度地探索各個(gè)知識(shí)領(lǐng)域，全面完善自己作為“師”的素養(yǎng)。

For a considerable period， the f ield ofinternational Chinese language teaching has investedsubstantial resources in the training of “teaching，”organizing numerous seminars， workshops， anddemonstration classes to assist Chinese languageteachers supplementing in their linguistic knowledgeand enhancing teaching skills. In contrast， therehas been insufficient attention and support for thetraining of “teachers.” This disparity can be attributedto the fact that teacher cultivation entails long-term，personalized， and comprehensive commitment，making its implementation quite challenging.Additionally， it may stem from the perspective，held both inside and outside the profession， thatinternational Chinese language teachers are primarilyperceived as a form of “professional-skill-based labor，”with their main responsibility being to teach Chineselanguage effectively. Dr. Liu asserts that to ensure thecontinued growth of the field of international Chineselanguage education in the face of ever-evolving AItechnology， teachers should not be confined solely totheir “teaching” roles. They should be encouraged tostep out of their comfort zones and explore diverseknowledge domains in various dimensions， therebycomprehensively enhancing the knowledge and skillsrequired for serving as “teachers.”

如何能做到這一點(diǎn)呢？劉老師認(rèn)為，這里需要把握的核心理念就是“以人為本”。這里的“人”首先是“人群”的人，也就是教師人群和學(xué)生人群。將來(lái)除了要組織培訓(xùn)教師專業(yè)知識(shí)和教學(xué)技能的研討會(huì)、工作坊及示范課，劉老師建議還要投入更多的資源到教師人文素養(yǎng)、跨文化交際能力，以及個(gè)人魅力和教學(xué)特色的培養(yǎng)上。這些“軟技能”雖然不一定能在短期內(nèi)被培育成型，也不一定能迅速轉(zhuǎn)化為教學(xué)成果，但能綜合性提高整個(gè)國(guó)際中文教師隊(duì)伍的專業(yè)水平，因而是國(guó)際中文教育事業(yè)行穩(wěn)致遠(yuǎn)的關(guān)鍵。在進(jìn)行教師培養(yǎng)和培訓(xùn)時(shí)，必須提醒教師們要尊重并充分考慮學(xué)生的學(xué)習(xí)興趣、需求、能力和習(xí)慣，通過(guò)提供更具差異化、個(gè)性化的指導(dǎo)，逐步成為學(xué)生求學(xué)路上的引導(dǎo)者和支持者，培養(yǎng)他們的創(chuàng)造力、全球化視野、批判性思維能力和跨文化交際能力。

How can this be achieved？ Dr. Liu believesthat the key concept to grasp here is （people-centered）. （people） in this contextprimarily refer to both teachers and students. Inthe future， in addition to conducting seminars，workshops， and demonstration classes for trainingteachers’ professional knowledge and teaching skills，Dr. Liu hopes that more resources be allocatedto cultivate teachers’ humanistic qualities， crossculturalcommunication skills， personal charisma，and distinctive teaching styles. Although these“soft skills” may not be cultivated in a short periodand may not yield immediate teaching results，they can enhance the professionalism of the entireinternational Chinese language teaching community，making them essential to the success of internationalChinese language education. In teacher cultivationand training， teachers must be reminded to respectand consider students’ interests， needs， abilities，and habits. Teachers should increasingly serve asguides and supporters in their students’ educationaljourneys， offering differentiated and personalizedinstruction aiming at fostering creativity， globalperspectives， critical thinking skills， and crossculturalcommunication abilities in students.

其次，“以人為本”的“人”也是“人文”的“人”。

傳統(tǒng)上，國(guó)際中文教育往往重視對(duì)語(yǔ)言本體的教學(xué)和研究，但是在將來(lái)，尤其在人工智能技術(shù)的高速發(fā)展已經(jīng)從根本上影響了人們語(yǔ)言學(xué)習(xí)需求的情況下，我們需要跳出語(yǔ)言本體，更加關(guān)注語(yǔ)言背后的人文內(nèi)容。中文教師需要認(rèn)識(shí)到語(yǔ)言不僅僅是聽說(shuō)、語(yǔ)法和文字，更是文化和文明的載體。學(xué)生只有更深入地了解語(yǔ)言背后所承載的文化內(nèi)涵，才會(huì)在人工智能時(shí)代對(duì)中文學(xué)習(xí)產(chǎn)生真正的興趣和動(dòng)力，才會(huì)更愿意探索語(yǔ)言與文化之間的關(guān)系，更愿意獨(dú)立于人工智能的輔助，自己去運(yùn)用中文進(jìn)行跨文化交流。

Secondly， in is also synonymouswith in the word （humanities）.

Traditionally， international Chinese languageeducation has often emphasized the teaching andstudy of the language itself. However， in the future，especially with the rapid development of artificialintelligence technology fundamentally affectingpeople’s language learning needs， it is crucial toextend our focus beyond the language itself andpay greater attention to the humanistic content thatunderlies the language. Chinese teachers need tounderstand that language is not solely about listening，speaking， grammar， and writing; it is also a vessel forculture and civilization. Only when students have adeeper understanding of the cultural connotationsbehind the language will they develop real interestand motivation in learning Chinese in the era ofartificial intelligence and be willing to explore therelationship between language and culture， as wellas independently employ Chinese for cross-culturalcommunication without relying solely on artificialintelligence assistance.

2. 如何使新手教師盡快成長(zhǎng)How to Expedite the Growthof Novice Teachers

具體到教學(xué)實(shí)踐中，應(yīng)該如何培養(yǎng)新手教師才能使他們盡快成長(zhǎng)呢？劉艷老師和張潔老師從不同側(cè)面提出了自己的真知灼見。

In the realm of pedagogy， what strategiesshould we employ to expedite the growth of noviceinstructors？ Drs. Liu Yan and Zhang Jie havecontributed their unique insights from differentperspectives.

劉艷老師著重從教學(xué)態(tài)度和思想意識(shí)上進(jìn)行探索，認(rèn)為“多元包容意識(shí)”的培養(yǎng)和加強(qiáng)對(duì)于新手教師的成長(zhǎng)是至關(guān)重要的。劉艷老師指出，作為一個(gè)移民國(guó)家，無(wú)論是從種族構(gòu)成、文化傳承、宗教習(xí)慣的角度，還是從意識(shí)形態(tài)的角度看，美國(guó)都是一個(gè)多元化的國(guó)家。多元化因素塑造了美國(guó)學(xué)生形色各異的邏輯推理和思考問(wèn)題的方式。由于成長(zhǎng)環(huán)境的不同，同一班級(jí)內(nèi)的學(xué)生對(duì)多元文化的接受能力也存在著差異。中國(guó)文化博大精深，本身也具備豐富多彩的多元要素。因此，在中文教學(xué)中，有必要培養(yǎng)和加強(qiáng)以下兩種“多元包容意識(shí)”。

Dr. Liu’s views emphasize an exploration ofteaching attitudes and awareness， asserting that thecultivation and fortification of a “sense of diversityand inclusion” are paramount to the development ofnovice teachers. Dr. Liu underscored the fact that as anation of immigrants， the United States is inherentlydiverse， whether viewed through the lens of racialcomposition， cultural heritage， religious customs，or ideological perspectives. These diversity factorshave uniquely influenced the logical reasoning andcognitive processes of American students. Dueto their disparate upbringings， students within aclassroom exhibit varying levels of receptivity tomulticulturalism. Chinese culture， renowned forits profound richness， boasts an array of diverseelements. Therefore， within the context of Chineselanguage education， it becomes imperative to nurtureand enhance two specific forms of “multiculturaltolerance awareness.”

第一，應(yīng)該允許和鼓勵(lì)學(xué)生針對(duì)某一文化要素或社會(huì)問(wèn)題發(fā)表不同觀點(diǎn)。在討論問(wèn)題時(shí)，教師應(yīng)持包容的態(tài)度，鼓勵(lì)學(xué)生既要求同，也要存異，甚至存疑。作為教師，我們需要把教材中的觀點(diǎn)介紹給學(xué)生，但是不能強(qiáng)加給學(xué)生，要允許學(xué)生挑戰(zhàn)教材中的觀點(diǎn)，甚至教師的觀點(diǎn)。關(guān)于對(duì)某個(gè)文化現(xiàn)象的理解，我們不應(yīng)灌輸固有觀念，而應(yīng)鼓勵(lì)學(xué)生自己去調(diào)查研究，通過(guò)了解不同視角的觀點(diǎn)和事實(shí)，幫助學(xué)生全面理解中國(guó)文化。

First and foremost， it is essential to allow andactively encourage students to express diverseperspectives on specific cultural elements or societalissues. When engaging in discussions， teachersshould adopt an open-minded approach， fostering anenvironment where students are not only encouragedto seek common ground but also explore differencesand even express doubts. In our role as teachers， ourduty is to introduce the concepts presented in thecourse materials to students. However， it is equallycrucial not to impose these ideas on them. Studentsshould be allowed to question the viewpointswithin the materials， and even the opinions held byinstructors. Rather than instilling predeterminednotions about how to understand particular culturalphenomena， our focus should be on motivatingstudents to conduct their own investigations andresearch. Empowering them to comprehend Chineseculture comprehensively involves guiding them toexplore diverse perspectives and facts across variousdimensions.

第二，要注意中國(guó)文化本身的多樣性。比如介紹先秦文化，我們要介紹諸子百家，而不是單純介紹儒家文化。再者，漢文化是中國(guó)文化的主要構(gòu)成，但是其他55個(gè)民族的文化，都是中國(guó)文化不可或缺的組成部分。中國(guó)很大，不同地域有各自的風(fēng)土人情及特色文化。比如談到中國(guó)的音樂(lè)，我們既要介紹漢族的《高山流水》，也有必要介紹少數(shù)民族的樂(lè)曲；既要介紹國(guó)語(yǔ)歌，也應(yīng)介紹粵語(yǔ)歌以及其他有地方特色的演唱形式。

Secondly， it is imperative to embrace theintrinsic diversity of Chinese culture. Just as whenintroducing the pre-Qin culture， we must delve intothe “Hundred Schools of Thought，” rather than solelyfocusing on Confucianism. Moreover， while theHan culture constitutes a significant part of China’sculture， the cultures of the other 55 ethnic groups areequally indispensable facets of the broader Chineseculture tapestry. China’s vast expanse encompasses awide array of regional customs and unique culturalexpressions. For instance， when discussing Chinesemusic， it is essential to introduce not only the Hanpeople’s “High Mountains and Flowing Water”but also the music of ethnic minorities. We shouldpresent Mandarin songs alongside Cantonesemelodies and various distinct regional singing styles.

總之，在美國(guó)從事中文教學(xué)的教師，特別是新手教師，需要在教學(xué)中發(fā)展并體現(xiàn)“多元包容意識(shí)”，重視學(xué)生多元化的背景，鼓勵(lì)和包容他們的不同觀點(diǎn)。同時(shí)，在進(jìn)行文化教學(xué)時(shí)，也需要為學(xué)生提供認(rèn)識(shí)中國(guó)文化多元性的機(jī)會(huì)。

In summary， Chinese language teachers inthe United States， especially novice instructors，must cultivate and manifest a sense of diversityand tolerance in their teaching approach. Theyshould attend to the diverse backgrounds of theirstudents and foster an environment that encouragesand accommodates their diverse perspectives.Simultaneously， in teaching culture， they shouldprovide students with opportunities to appreciate themultifaceted nature of China’s culture.

與劉艷老師的側(cè)重點(diǎn)不同，張潔老師主要從教學(xué)技巧角度，特別是從第二語(yǔ)言習(xí)得的角度探討了新手中文教師課堂語(yǔ)言輸入的問(wèn)題。張潔老師認(rèn)為：新手教師普遍面臨的一個(gè)困惑是如何組織和使用有效課堂語(yǔ)言。美國(guó)的中文教師隊(duì)伍目前以漢語(yǔ)母語(yǔ)者為主，一般都具備優(yōu)秀的中文表達(dá)能力，可以完全使用中文進(jìn)行教學(xué)。但在課堂面對(duì)學(xué)生時(shí)，新手教師需要有一個(gè)思路的轉(zhuǎn)變，即從學(xué)習(xí)者出發(fā)，盡可能提供學(xué)習(xí)者能夠理解和接受的語(yǔ)言輸入，因?yàn)橹挥羞@樣的語(yǔ)言輸入才是有效的，才是能夠被學(xué)生注意到的，也才有可能在學(xué)生構(gòu)建其第二語(yǔ)言系統(tǒng)時(shí)化為己用。換句話說(shuō)，新手教師應(yīng)根據(jù)學(xué)生的語(yǔ)言水平和能力來(lái)控制、調(diào)整課堂上使用中文的難度，在詞匯、句型、討論話題和內(nèi)容的選擇方面，都應(yīng)控制在學(xué)生能夠理解的90%左右的范圍內(nèi)。這正如成年人跟小孩子說(shuō)話時(shí)會(huì)適當(dāng)調(diào)整語(yǔ)氣、語(yǔ)速和詞匯，從而達(dá)到更容易讓孩子理解并與之順利溝通的目的一樣。

In contrast to Dr. Liu Yan’s focus， Dr. Zhang Jieprimarily delved into the issue of classroomlanguage input for novice Chinese teachers from theperspective of teaching skills， especially within thecontext of second language acquisition. Accordingto Dr. Zhang， a common challenge faced by noviceteachers centers on how to effectively organize andemploy language in the classroom. The Chineseteaching force in the United States is currentlypredominantly comprised of native Chinese speakerswho possess excellent Chinese language proficiency，which enables them to conduct classes entirely inChinese. However， when engaging with students inthe classroom， novice instructors need to adopt adifferent mindset， that is， to teach from the learner’sperspective. They should aim to provide languageinput that is not only comprehensible but alsoacceptable to the learners because only this type oflanguage input is truly effective， noticeable to thestudents， and can be integrated into the students’second language system as they develop it. In essence，novice teachers should adjust the complexity of theChinese used in the classroom in accordance withthe students’ language proficiency. This pertains to the selection of vocabulary， sentence structures，discussion topics， and content， which shouldideally remain within a range of approximately 90%comprehensibility for the students. This is analogousto how adults adapt their tone， pace， and vocabularywhen communicating with children， with the goal ofmaking it easier for them to comprehend and engagein communication.

那么，如何提供可理解的語(yǔ)言輸入呢？張潔老師建議新手教師多花些時(shí)間去熟悉學(xué)生已經(jīng)學(xué)習(xí)過(guò)的內(nèi)容，對(duì)初、中級(jí)學(xué)生適當(dāng)?shù)睾?jiǎn)化語(yǔ)言輸入、調(diào)整語(yǔ)氣、減慢語(yǔ)速，并輔以非語(yǔ)言性的教學(xué)手段，如手勢(shì)、身體語(yǔ)言、教具、圖片展示等，來(lái)幫助學(xué)生更好地理解所輸入的語(yǔ)言。另外，在課堂上，新手教師應(yīng)該善用提問(wèn)的方式，隨時(shí)判斷學(xué)生的理解程度，并及時(shí)調(diào)整輸入語(yǔ)言的難度，這也包括在語(yǔ)言中雜糅一些學(xué)生母語(yǔ)中的詞匯來(lái)幫助他們理解。畢竟，衡量一堂中文課成功與否的標(biāo)準(zhǔn)不是教師的語(yǔ)言多么華麗和高雅，而是學(xué)生能夠?qū)W到多少，能夠進(jìn)行多大程度的有效交流溝通。

How can one provide comprehensible languageinput？ Dr. Zhang recommends that novice teachersinvest more time in becoming familiar with whatstudents have already learned. Teachers shouldsimplify their language input for elementary andintermediate level students， adjust the tone， and slowdown the speech rate. In addition， novice teachersshould complement their teaching with non-verbalmeans， such as gestures， body language， teachingaids， and visual displays， to assist students in betterunderstanding the language being presented.Furthermore， in the classroom， novice instructorsshould make effective use of questioning to assessstudents’ comprehension and promptly adapt thedifficulty of the language input. This may includeincorporating some vocabulary from the students’native language to aid in comprehension. Ultimately，the success of a Chinese lesson should not bemeasured by the elegance or sophistication of theteacher’s language but by the extent to which studentscan learn and effectively communicate with oneanother.

3. 如何培訓(xùn)兩種不同類型的教師How to Train Two DifferentTypes of Teachers

焦立為老師認(rèn)為，中文教師培訓(xùn)可分為新手教師培訓(xùn)和轉(zhuǎn)型期教師培訓(xùn)，并闡述了針對(duì)這兩類教師開展培訓(xùn)的不同特點(diǎn)。焦老師指出，如果受訓(xùn)教師是新手教師，那么師資培訓(xùn)相對(duì)容易，因?yàn)樾率纸處煹目伤苄院軓?qiáng)。但是，如果教師具有一定的教學(xué)經(jīng)驗(yàn)，如已有3—5年的教齡，也就是所謂的轉(zhuǎn)型期教師，那么接受再培訓(xùn)的難度較大，因?yàn)樘幱谶@個(gè)階段的教師已經(jīng)具備一定的教學(xué)經(jīng)驗(yàn)，也建立了一定的“自信”。這就像是一個(gè)打了三五年直拍的乒乓球選手，讓他改到橫拍，其實(shí)是相當(dāng)不易的。

Dr. Jiao Liwei argued that training for Chineseinstructors can be categorized into two types： noviceand transitional teachers. He further elaborated onthe distinct characteristics of training for these twotypes of teachers. Dr. Jiao pointed out that if thetrainees are novice teachers， training tends to berelatively straightforward because novice teachers arehighly adaptable. If a teacher has accrued a certainamount of teaching experience， for example， threeto five years， he/she is considered as a transitionalteacher. In such a case， retraining may prove to bemore challenging. Teachers at this stage have alreadyaccumulated a certain level of teaching experienceand developed a sense of “self-confidence.” It’s akinto asking a table tennis player who has been usinga straight racket for three to five years to switchto a horizontal racket， which is， in reality， quitechallenging.

針對(duì)轉(zhuǎn)型期教師的培訓(xùn)，如果施訓(xùn)方具有足夠的教學(xué)經(jīng)驗(yàn)和相當(dāng)?shù)男袠I(yè)影響力，那么可以直接讓受訓(xùn)方把不正確的觀念和做法推倒重來(lái)。但是，對(duì)大多數(shù)施訓(xùn)方來(lái)說(shuō)，不宜用對(duì)待新手教師的那種方式和態(tài)度對(duì)待轉(zhuǎn)型期教師，因?yàn)檗D(zhuǎn)型期教師畢竟有不少成功的經(jīng)驗(yàn)，一下子改變太多，他們可能在心理上不愿意接受。較好的辦法是因勢(shì)利導(dǎo)，總體糾正。

Regarding training for transitional teachers， ifthe trainer possesses substantial teaching experienceand considerable influence within the profession，they may be able to directly prompt the trainees toreevaluate and rectify any incorrect concepts andpractices. However， for the majority of trainers， it isnot advisable to treat transitional teachers in the samemanner and with the same attitude as novice teachers.After all， teachers in transition have accumulated asubstantial amount of successful experiences， andit might be psychologically challenging for them toaccept drastic changes all at once. A more effectiveapproach is to take advantage of opportunities as theyemerge and make holistic comments.

首先，施訓(xùn)方可以對(duì)受訓(xùn)方的不足之處作一個(gè)全面觀察，整理出脈絡(luò)，找到關(guān)鍵點(diǎn)。其次，培訓(xùn)時(shí)不宜對(duì)受訓(xùn)方的錯(cuò)誤和不足見一個(gè)改一個(gè)，因?yàn)槟菚r(shí)受訓(xùn)方可能認(rèn)為施訓(xùn)方所提的建議是基于其他考量，對(duì)于他這種個(gè)案并不一定完全適用。施訓(xùn)方應(yīng)該多征詢受訓(xùn)方的想法和希望達(dá)到的效果，讓其順著自己的思路走，最后直接簡(jiǎn)潔地把受訓(xùn)方的不當(dāng)之處一并提出。這就像一場(chǎng)乒乓球比賽過(guò)后，教練告訴運(yùn)動(dòng)員接反手球丟了幾分、護(hù)臺(tái)面積不足丟了幾分、中遠(yuǎn)臺(tái)發(fā)力不足丟了幾分，等等?；氐街形恼n堂，施訓(xùn)方可以告訴受訓(xùn)方，課堂最后一段時(shí)間內(nèi)容不充實(shí)，前面的語(yǔ)言內(nèi)容鋪墊不夠，中間有多少個(gè)學(xué)生因?yàn)榻處煹闹噶畈磺宄黄仍儐?wèn)身旁的學(xué)生，如此等等。

The trainer can start by making a holisticevaluation of the trainee’s areas in need ofimprovement， identifying and focusing on thekey issues. Furthermore， during the training， it isnot advisable to address the trainee’s errors andshortcomings one by one. Doing so might lead thetrainee to believe that the trainer’s suggestions arebased on factors unrelated to their specific case，and therefore may not be entirely relevant. Instead，trainers should seek more input from traineesregarding their thoughts and desired outcomes，allowing them to follow their own thought processes，and finally， directly and concisely point out anyshortcomings in the trainee’s performance. Thisapproach is akin to a table tennis match in which thecoach informs the player about the number of pointslost due to backhand shots， inadequate defense， orinsufficient power in mid-range and far-end shots.Translating this to the Chinese classroom， the trainercan inform the trainee， for example， that the lastsegment of the class lacked content， the languagecontent at the beginning was not adequately laid out，and how several students had to seek help from theirpeers during the middle of the class due to unclearinstructions， etc.

據(jù)焦立為老師觀察，對(duì)于轉(zhuǎn)型期教師，施訓(xùn)方對(duì)受訓(xùn)方的錯(cuò)誤和不足的打包探討勝于一個(gè)一個(gè)指出，對(duì)理論和教學(xué)思想的引導(dǎo)勝于對(duì)具體知識(shí)和技能傳遞的指導(dǎo)。轉(zhuǎn)型期教師一旦在教學(xué)思想和方法層面發(fā)生轉(zhuǎn)變，他們之前的知識(shí)和能力就能發(fā)揮正面作用。再者，轉(zhuǎn)型期教師通常有一技之長(zhǎng)，施訓(xùn)方除了要調(diào)整受訓(xùn)方的不當(dāng)觀念和做法，另一項(xiàng)重要的培訓(xùn)內(nèi)容就是要發(fā)揮受訓(xùn)方的一技之長(zhǎng)。

Dr. Jiao observed that， when dealing withteachers in transition， it is more effective for trainersto engage in a comprehensive discussion of thetrainee’s mistakes and deficiencies rather thanpointing them out one by one. It’s also advantageousto guide their theoretical and pedagogical thinkingrather than merely instructing on the transfer ofspecific knowledge and skills. Once teachers intransition undergo a shift in their pedagogicalthinking and approach， they can effectively leveragetheir existing knowledge and competencies. Inaddition to adjusting inappropriate ideas andpractices， trainers should encourage and utilizethe trainee’s specialized talents since teachers intransition often possess specific skill set.

4. 暑期強(qiáng)化項(xiàng)目的教師培訓(xùn)Teacher Training for Summer Intensive Programs

與上述老師的出發(fā)點(diǎn)不同，王靜老師從暑期班教師培訓(xùn)的角度提出了自己的看法。王靜老師指出，海外暑期中文項(xiàng)目通常在開課前提供一周左右的教師培訓(xùn)。這種培訓(xùn)跟各大學(xué)中文項(xiàng)目對(duì)新入職教師或者對(duì)助教、語(yǔ)伴的培訓(xùn)不同，有獨(dú)特的組織方式和關(guān)注焦點(diǎn)。

Different from the perspectives of the previouslymentioned teachers， Dr. Wang Jing providedher views from the angle of teacher training forsummer programs. Dr. Wang mentioned thatoverseas summer Chinese programs typically offerapproximately one week of teacher training beforethe commencement of classes. This form of trainingdiffers from the training offered to novice teachersor the training for teaching assistants and languagepartners in college Chinese programs， as it has itsdistinct organizational structure and focus.

王老師在普北班（Princeton in Beijing SummerChinese Program）協(xié)助周質(zhì)平教授組織教師培訓(xùn)時(shí)，曾聽到有人稱贊普北的效率，能在短短一個(gè)星期內(nèi)將“散兵游勇”集結(jié)成軍。這其實(shí)是一種誤解。普北招聘的本土教師大都來(lái)自北京各高校漢語(yǔ)國(guó)際教育、漢語(yǔ)語(yǔ)言學(xué)、漢語(yǔ)言文學(xué)或其他相關(guān)專業(yè)的研究生。本科及研究生階段的系統(tǒng)學(xué)習(xí)奠定了他們?cè)跐h語(yǔ)語(yǔ)言學(xué)本體知識(shí)及教學(xué)法方面比較堅(jiān)實(shí)的基礎(chǔ)。普北教師培訓(xùn)所做的無(wú)非是在教學(xué)理念、教學(xué)技巧和工作態(tài)度上的集中強(qiáng)化訓(xùn)練而已。而那些跨專業(yè)進(jìn)入國(guó)際中文教育領(lǐng)域、在本體知識(shí)方面有所欠缺的教師，在接受培訓(xùn)的過(guò)程中往往會(huì)面臨更大的挑戰(zhàn)。比如，在準(zhǔn)備教案時(shí)無(wú)法一針見血地解釋知識(shí)點(diǎn)，知其然而不知其所以然；設(shè)計(jì)練習(xí)和課堂活動(dòng)時(shí)沒(méi)有辦法有的放矢；無(wú)法靈活使用工具書、語(yǔ)料庫(kù)或者其他教學(xué)資源；等等。這類教師往往需要付出更多的時(shí)間和努力。因此，在本科和研究生階段打好漢語(yǔ)語(yǔ)言學(xué)和文史方面的基礎(chǔ)至關(guān)重要。這個(gè)基礎(chǔ)的形成需要長(zhǎng)期的積累，不是通過(guò)任何一個(gè)項(xiàng)目的短期培訓(xùn)就可以一蹴而就的。

When Dr. Wang was assisting Professor ChouChih-p’ing in organizing teacher training for thePrinceton in Beijing Summer Chinese Program，she overheard someone praising the efficiency ofthe Princeton in Beijing program in that it can trainteachers with diverse backgrounds into effectiveprogram instructors in just one week. However， thisperception is somewhat misleading. Most of thelocal teachers recruited by Princeton in Beijing comefrom a variety of universities in Beijing and holdgraduate degrees related to Chinese InternationalEducation， Chinese Linguistics， Chinese Language andLiterature， or other relevant fields. They have receivedsystematic education at both the undergraduateand graduate levels， which has provided them withsolid foundational knowledge in the core principlesof Chinese linguistics and pedagogy. Therefore， theteacher training conducted by Princeton in Beijingprimarily focuses on teaching philosophy， pedagogicalskills， and professional work ethics. On the other hand，graduate teachers who enter the field of internationalChinese language education from unrelated fieldsoften face more challenges during the training processdue to their lack of solid foundational knowledge.These challenges may include difficulties in explainingkey concepts precisely when preparing lesson plans， alack of a comprehensive understanding of the subjectmatter， challenges in designing effective exercises andclassroom activities， and limitations in making flexibleuse of resources such as toolkits， corpora， and otherpedagogical aids. Such teachers often need to invest additional time and effort in bridging these knowledgegaps. Therefore， it is crucial to establish a strongfoundation in Chinese linguistics， literature， andhistory during undergraduate and graduate studies.Building this foundation is a long-term endeavor thatcannot be achieved through short-term training in anysingle program.

把語(yǔ)言學(xué)知識(shí)和文史修養(yǎng)轉(zhuǎn)化成教學(xué)能力，是個(gè)通過(guò)反復(fù)練習(xí)與反思不斷進(jìn)步的過(guò)程，而短期培訓(xùn)可以在以下方面幫助新手教師快速進(jìn)入“角色”。首先是教學(xué)理念的建立，每個(gè)項(xiàng)目都有其所堅(jiān)持的教學(xué)理念，需要參與教學(xué)活動(dòng)的教師就此達(dá)成共識(shí)，求大同而存小異。以普北為例，聽說(shuō)領(lǐng)先、重視發(fā)音標(biāo)準(zhǔn)和結(jié)構(gòu)準(zhǔn)確性、及時(shí)糾正學(xué)生的語(yǔ)言錯(cuò)誤、堅(jiān)持只說(shuō)中文，這些原則貫穿于整個(gè)培訓(xùn)之中。其次，通過(guò)教學(xué)示范、教學(xué)案例討論、單獨(dú)試講、提供反饋、集體“磨課”等環(huán)節(jié)，幫助新手教師在實(shí)踐中提高教學(xué)能力。例如，從一個(gè)詞、一個(gè)語(yǔ)法結(jié)構(gòu)開始，教師如何準(zhǔn)備例句，操練語(yǔ)法；如何提出討論問(wèn)題，拓寬思路，把課文內(nèi)容和延伸談?wù)摻Y(jié)合起來(lái)，做到“若即若離”；如何搭建“腳手架”，無(wú)論是在操練語(yǔ)言點(diǎn)、串講課文時(shí)，還是在引導(dǎo)討論、組織課堂活動(dòng)時(shí)，都能循序漸進(jìn)。第三，幫助受訓(xùn)方實(shí)現(xiàn)從研究生或助教到教師的身份轉(zhuǎn)變，以及相應(yīng)的心態(tài)轉(zhuǎn)變。我們希望新手教師能夠以積極、負(fù)責(zé)的態(tài)度投入教學(xué)，在培訓(xùn)結(jié)束后不但能夠獨(dú)當(dāng)一面，在學(xué)生面前以firm butpleasant （嚴(yán)格而富有親和力）的形象出現(xiàn)，同時(shí)還能樂(lè)在其中。

Converting linguistic knowledge and culturalliteracy expertise into effective teaching skillsis an ongoing process of improvement throughcontinuous practice and reflection. Nevertheless，short-term training programs can be instrumentalin helping novice teachers swiftly adapt to theirroles in the following ways. First and foremost is thedevelopment of proper teaching philosophy. Eachprogram adheres to its unique teaching philosophy，and it is crucial for participating teachers to reacha consensus in this regard， finding commonground while accommodating minor differences.In the case of Princeton in Beijing， for instance，key principles such as prioritizing listening andspeaking， emphasizing correct pronunciationand grammatical accuracy， promptly correctingstudents’ linguistic errors， and using only Chineseare consistently emphasized throughout the trainingperiod. Secondly， short-term training programscan assist novice teachers in honing their teachingskills through practical means， including teachingdemonstrations， discussions of specific teachingcases， individual trial lectures， feedback provision，and collaborative lesson refinement. Starting fromindividual words or grammatical structures， teachersare guided in how to prepare sample sentences andhow to practice grammar. Novice teachers will learnhow to pose thought-provoking discussion questions，broaden students’ perspectives， connect the lessoncontent with broader discussions， making it engagingand insightful. Moreover， teachers are taught howto scaffold their lessons， whether it be for practicinglinguistic structures， elaborating on the coursematerial， or guiding discussions and organizingclassroom activities. Scaffolding is designed to ensurea gradual and progressive learning experience fortrainees. Thirdly， these training programs can helptrainees realize the transition from being graduatestudents or teaching assistants to becoming teachers，along with the corresponding shift in mindset.We aim to instill in novice teachers a positive andresponsible attitude towards teaching. By the end ofthe training program， our goal is for novice teachersto not only take charge of their work with confidenceand to present themselves as “firm but pleasant” infront of their students， all while deriving enjoymentfrom their roles.

“既以為人，己愈有；既以與人，己愈多”，《道德經(jīng)》中的這句話可以說(shuō)是普北教師培訓(xùn)對(duì)于受訓(xùn)方的指導(dǎo)原則。普北每個(gè)年級(jí)的負(fù)責(zé)教師在培訓(xùn)過(guò)程中都毫無(wú)保留，深度參與，因而與受訓(xùn)的新手教師建立起互相信任、互相支持的關(guān)系，這也有利于教學(xué)工作的展開，每個(gè)人有進(jìn)步和成功才能帶來(lái)整個(gè)項(xiàng)目的成功。

The saying in the can be said“When one strives to take care of others， theythemselves become more fulfilled; when one strivesto give to others， they themselves become richer.”These words from can be consideredthe guiding principle of Princeton in Beijing SummerChinese Teacher Training Program. The lead teachersfor each grade in the program wholeheartedly and unreservedly participate in the training process，thus establishing a relationship of mutual trustand support with novice teachers. This approach isalso conducive to the development of teaching andlearning because， ultimately， the progress and successof each individual contribute to the overall success ofthe entire program.

5. 教師培訓(xùn)的核心內(nèi)容Core Elements ofTeacher Training

張永濤老師對(duì)教師培訓(xùn)進(jìn)行了總結(jié)性概括：在美國(guó)的中文教師培訓(xùn)中，培訓(xùn)的要素、技能、角度和思路是多方面的，如果有什么能一言以蔽之的話，那就是“如何讓學(xué)生有效地說(shuō)話”。

Dr. Zhang Yongtao provided a comprehensivesummary of teacher training that the content，skills， perspectives， and approaches to training arediverse and multifaceted in Chinese teacher trainingprograms in the United States. If it can be distilledinto a single idea， it is： “How to empower students tocommunicate effectively.”

中文教師常將聽、說(shuō)、讀、寫、譯五項(xiàng)語(yǔ)言技能并舉，而在語(yǔ)言的實(shí)際運(yùn)用過(guò)程中，聽與說(shuō)所占比重要大得多，外國(guó)人學(xué)中文更是如此。中文教學(xué)的本質(zhì)仍是口耳之學(xué)。因此，教師在課堂上應(yīng)該千方百計(jì)“撬開學(xué)生的嘴”。當(dāng)然，讓學(xué)生說(shuō)話的方式是多樣的，包括領(lǐng)讀、提問(wèn)、課堂活動(dòng)等。這只是做到了讓學(xué)生說(shuō)話，那么如何讓學(xué)生“有效地”說(shuō)話呢？“有效”二字應(yīng)該從兩個(gè)方面入手：一是準(zhǔn)確性；二是相關(guān)性。

Chinese language teachers often emphasize thefive language skills of listening， speaking， reading，writing， and translating. However， in the actual use ofthe language， the emphasis on listening and speakingis much greater， especially for foreigners learningChinese. The core of Chinese language instructionremains rooted in oral communication. Therefore，teachers should make every effort to encouragestudents to speak. Of course， there are various waysto get students to speak， including guided reading，asking questions， and classroom activities. Whilethese strategies achieve the goal of getting studentsto speak， the issue is how we can ensure that studentsspeak “effectively”？ The goal of speaking “effectively”should be approached from two angles： accuracy andrelevance.

提高準(zhǔn)確性的辦法就是糾正學(xué)生的發(fā)音，改正學(xué)生表達(dá)時(shí)的語(yǔ)法錯(cuò)誤，即首先要重視“準(zhǔn)確”，而非“流利”。學(xué)生在課堂上面向教師說(shuō)話與在宿舍對(duì)著墻自說(shuō)自話，兩者最大的不同在于教師可以及時(shí)提供反饋。教師只有及時(shí)改正學(xué)生的錯(cuò)誤，學(xué)生才能進(jìn)步，尤其在初級(jí)階段，正所謂“一音足成千古恨”，這是由中文是有聲調(diào)的語(yǔ)言這一特點(diǎn)決定的。

Improving accuracy can be achieved byaddressing students’ pronunciation and correctinggrammatical errors in their expressions， placing aprimary focus on “accuracy” rather than “fluency.”When students speak in the classroom facing theteacher， as opposed to speaking to a wall in theirdormitory， the most significant distinction is that theteacher can provide timely feedback. Only when theteacher promptly corrects the students’ mistakes canthey make progress， particularly in the early stages.As the saying goes， “A single （incorrect） sound canlead to forever grievances，” a notion rooted in the factthat Chinese is a tonal language.

所謂“相關(guān)性”指的是，在學(xué)生進(jìn)行語(yǔ)言輸出時(shí)，教師應(yīng)要求其在詞匯、句法、話題和內(nèi)容上最大可能地與課堂內(nèi)容和教學(xué)目標(biāo)相關(guān)，也就是說(shuō)話時(shí)盡可能用當(dāng)堂所學(xué)的生詞和句型說(shuō)，而不是用已經(jīng)學(xué)過(guò)的詞句說(shuō)或挑容易的說(shuō)。

Speaking of relevance， it means that studentsshould be encouraged to produce language outputthat aligns as closely as possible with the class contentand instructional objectives in terms of vocabulary，syntax， topic， and content. In other words， theyshould aim to use the newly introduced vocabularyand sentence structures from the current lesson when speaking， rather than relying on what they havealready learned.

培養(yǎng)一位合格的國(guó)際中文教師，要做的工作可謂千頭萬(wàn)緒，“如何讓學(xué)生有效地說(shuō)話”既可以作為教師培訓(xùn)的目標(biāo)，也可以作為教師自己努力的方向。

Training a competent international Chineselanguage teacher involves a multitude of tasks.“Enhancing students’ conversational proficiency”can serve as both a focal point in teacher trainingand a personal objective for teachers.

6. 美國(guó)中小學(xué)中文教師的成長(zhǎng)路徑與入職渠道Growth Paths and Entry Channels for Elementary andSecondary School Chinese Teachers in the United States

上述各位老師從不同角度探討了美國(guó)大學(xué)本土教師培養(yǎng)與培訓(xùn)的基本原則、具體內(nèi)容及方法。接受過(guò)專業(yè)訓(xùn)練的海外本土中文教師，如果希望應(yīng)聘美國(guó)中小學(xué)教職，除了掌握本體知識(shí)、教學(xué)技巧，還需要參加中小學(xué)教師資格考試。那么如何為成為中小學(xué)中文教師作好準(zhǔn)備呢？馬驥老師和酈帥老師介紹了美國(guó)中小學(xué)中文教師的成長(zhǎng)路徑和入職渠道方面的情況。

The aforementioned educators have examinedthe fundamental principles， specific content， andmethodologies involved in the cultivation anddevelopment of local teachers within Americanuniversities from various perspectives. For overseaslocal Chinese teachers who have undergoneprofessional training and aspire to pursue teachingpositions in American primary and secondaryschools， it’s imperative to undergo the Elementaryand Secondary Teacher Qualification Examination（ESTQE） in addition to possessing sound subjectknowledge and teaching skills. So， how can youadequately prepare yourself to become an elementaryand secondary school Chinese teacher？ Dr. Ma Ji andDr. Li Shuai have outlined the growth trajectories andavenues of entry for educators in the United States.

兩位老師指出，一方面，近幾年隨著中美關(guān)系的變化和北美地區(qū)孔子學(xué)院的減少，中國(guó)赴美外派中文教師已經(jīng)無(wú)法滿足美國(guó)各中小學(xué)的教師需求。同時(shí)，中國(guó)外派的持有J1簽證的中文教師在美教學(xué)的過(guò)程中，通常會(huì)面對(duì)文化及意識(shí)形態(tài)沖突、教學(xué)形式調(diào)整、教學(xué)內(nèi)容和資源不足等問(wèn)題。另一方面，接收短期外派教師的學(xué)校也面臨每一到三年就需要更換教師、進(jìn)行教學(xué)調(diào)整和培訓(xùn)的困擾。面對(duì)近年雙語(yǔ)沉浸式教學(xué)項(xiàng)目（AmericanCouncils for International Education）的持續(xù)增加，眾多學(xué)校需要熟知美國(guó)本土教學(xué)體系、了解學(xué)生學(xué)習(xí)習(xí)慣、具備本州教師資質(zhì)的中文教師。

These two educators have pointed out that inrecent years， due to shifts in Sino-American relationsand the reduction of Confucius Institutes in NorthAmerica， the supply of Chinese teachers sent fromChina to the United States can no longer meet thedemand for educators in American elementary andsecondary schools. Furthermore， Chinese teachersholding J1 visas， dispatched from China to teach inthe United States， often encounter challenges suchas cultural and ideological conflicts， adjustmentsin teaching methodologies， and inadequacies inteaching materials and resources. On the flip side，schools that host short-term foreign teachers facethe recurrent burden of teacher turnover， curricularadjustments， and ongoing training， typically requiredevery one to three years. Given the continual growthof bilingual immersion programs in recent years（American Councils for International Education），many schools are in need of Chinese languageteachers who are well-versed in the America’s localeducation systems， understand their students’learning habits， and possess the necessary teachingqualifications within their respective states.

第一，兩位老師說(shuō)明了為何要考取K—12（中小學(xué)）教師資格證。在美國(guó)K—12學(xué)校任教，教師資格證是必備資質(zhì)。除了一些公立特許學(xué)校（charter school）、國(guó)際學(xué)校或者私立學(xué)校有豁免權(quán)，所有公立中小學(xué)主講教師（lead teacher）均須取得本州教育局頒發(fā)的教師資質(zhì)。對(duì)于想在美國(guó)K—12學(xué)校教授中文的教師來(lái)說(shuō)，獲得本地的教師資質(zhì)不僅可以得到更多的工作機(jī)會(huì)，其薪資也有區(qū)別。例如，公立特許學(xué)校雖然可以聘用暫時(shí)未獲教師資格證的教師，但是聘用具有相關(guān)資質(zhì)認(rèn)證的教師會(huì)得到更多的政府撥款。美國(guó)公立中小學(xué)教師薪資是公開信息，學(xué)歷水平和教學(xué)年限是決定薪資水平的主要因素，但獲得本州的教師資質(zhì)認(rèn)證是得到絕大多數(shù)學(xué)校聘用的“敲門磚”。

First and foremost， the two instructors elucidatedthe significance of attaining a K-12 （elementaryand secondary） teaching credential. In the UnitedStates， a teaching credential is an indispensablerequirement for teaching within K-12 schools. Withthe exception of certain public charter schools，international schools， or private institutions thathold exemptions， all primary lead teachers andsecondary educators in public schools are mandatedto hold a teaching license issued by their state’sDepartment of Education. For teachers aspiringto teach Chinese in U.S. K-12 schools， acquiringa local teaching credential not only broadens jobprospects but also has a substantial impact onsalary considerations. For instance， while publiccharter schools can employ temporarily uncertifiedteachers， greater governmental funding is accessiblefor hiring educators with relevant credentials.Teacher salaries in American public elementaryand secondary schools are public knowledge， witheducational qualifications and years of teachingexperience serving as primary determinants of salarylevels. Nonetheless， securing state-issued teachingcertification is the pivotal pathway to employment atthe vast majority of educational institutions.

第二，兩位老師介紹了K—12教師資格證的類型。美國(guó)的教師資格證通常被稱為Teaching Credential、Teaching License 或者Teacher Certification。如果在已有初級(jí)教師資格證的基礎(chǔ)上， 希望能夠再教授其他領(lǐng)域或者科目， 需要再次考取的資格證稱為Endorsement。需要注意的是，美國(guó)各州有關(guān)教師資格證的相關(guān)政策規(guī)定都有所差異。

Secondly， the two educators provided anoverview of the types of K-12 （elementary andsecondary） teaching credentials. In the UnitedStates， teaching credentials are commonly referredto as Teaching Credential， Teaching License，or Teacher Certification. If you intend to teachadditional subjects or areas beyond your primaryteaching credential， you will need to obtain anothercertification known as an Endorsement. It’s crucial tobear in mind that teaching credentials in the UnitedStates can vary in accordance with the policies andregulations of individual states.

根據(jù)所教授的年級(jí)，教師資格證的類型主要包括教授小學(xué)階段（K—5級(jí)）的全科資格證和中學(xué)階段（6—12級(jí)）的?？瀑Y格證。小學(xué)階段的主講教師需要教授包括讀寫、社會(huì)科學(xué)、數(shù)學(xué)和科學(xué)的課程。中學(xué)階段的教師可以考一個(gè)?？频馁Y格，比如音樂(lè)、藝術(shù)、體育、科學(xué)、文學(xué)等。此外，學(xué)校對(duì)于助教（paraprofessional）和代課教師（substitute teacher）也會(huì)有相應(yīng)的培訓(xùn)和背景要求，但相關(guān)要求比主講教師要低不少。國(guó)際留學(xué)生可以利用上學(xué)期間的CPT 簽證尋找此類工作，積累經(jīng)驗(yàn)。

The types of teaching credentials in the UnitedStates vary based on the grade level being instructed.They primarily encompass generalist credentialsfor teaching at the elementar y level （gradesK—5） and specialized credentials for secondaryeducation （grades 6—12）. Elementary Lead Teachersare responsible for instructing a comprehensivecurriculum that encompasses literacy， social studies，mathematics， and science. Secondary level educatorscan pursue specialized credentials in fields such asmusic， art， physical education， science， and literature.Furthermore， schools impose specific training andbackground requirements for paraprofessionals andsubstitute teachers， though these prerequisites arenotably less stringent than those for Lead Teachers.International students have the opportunity toaccumulate experience in such roles using their CPTvisas while enrolled in school.

根據(jù)教學(xué)年限， 教師資格證的主要類型包括：1） 如果在美國(guó)沒(méi)有教學(xué)經(jīng)驗(yàn)， 所取得的第一個(gè)教師資格證稱為Initial Certificate、Initial Licensure或Preliminary Credential。2）如果在美國(guó)有三年以上工作經(jīng)驗(yàn)，教師可以申請(qǐng) Professional Certificate。

Depending on the number of years of teachingexperience， the main types of teaching credentialsinclude： 1） If there is no teaching experience in theUnited States， the first teaching credential earnedis called an Initial Certificate， Initial Licensure， orPreliminary Credential. 2） If there are more thanthree years of experience in the United States， ateacher can apply for a Professional Certificate.

第三，兩位老師介紹了考取教師資格證的過(guò)程和步驟。首先，考取教師資格證的前提是擁有學(xué)士學(xué)位（Bachelor’s Degree）。大部分中學(xué)要求教師具有碩士學(xué)位（Master’s Degree）。在美國(guó)以外的國(guó)家取得的學(xué)位需要由本州教師資格認(rèn)證部門指定的機(jī)構(gòu)做成績(jī)單和學(xué)位的評(píng)估認(rèn)證。此外，絕大多數(shù)的州要求申請(qǐng)人完成指定的教師預(yù)備課程（ teacher preparation program）并通過(guò)相應(yīng)的考試。例如，加州教師認(rèn)證機(jī)構(gòu)CaliforniaCommission on Teacher Credentialing （CTC） 要求申請(qǐng)人注冊(cè)并完成加州指定的教師培養(yǎng)項(xiàng)目（通常是各高校教育學(xué)院開設(shè)的教師資格證課程或者本科、研究生課程），完成教學(xué)實(shí)習(xí)，并通過(guò) California Basic SkillsTest （CBEST）、California Subject Matter Test （CSET）、Reading Instruction Competence Assessment （RICA）及U.S. Constitution Test等考試 后，才可以申請(qǐng)到加州的教師資質(zhì)。如果在雙語(yǔ)學(xué)校授課或者想要教授英語(yǔ)為非母語(yǔ)的學(xué)生英文，則需 要再通過(guò)Bilingual， Cross-Cultural， Language and Academic Development（BCLAD）以及California Teacher of English Learners（CTEL）等考試。雙語(yǔ)學(xué)校大都要求任課教師具有全科教學(xué)資質(zhì)（Multiple Subjects Teaching Credential） 和雙語(yǔ)教學(xué)資質(zhì)（Dual Language/Bilingual TeachingEndorsement）。整個(gè)流程可以參考上圖：

Thirdly， two instructors outlined the process and steps for obtaining a teaching credential. Tobegin with， a prerequisite for obtaining a teachingcredential is having a Bachelor’s Degree. Mosthigh schools require teachers to hold a Master’sDegree. Degrees earned outside of the United Statesneed to be accompanied by transcripts and degreeevaluations conducted by an entity designated by thestate’s teacher certification department. Additionally，most states mandate that applicants complete adesignated Teacher Preparation Program and passrelevant examinations. For instance， the CaliforniaCommission on Teacher Credentialing （CTC）mandates that applicants enroll in and complete adesignated teacher preparation program in California（typically a teacher certification program offered bya college or university’s school of education or anundergraduate or graduate program）. This involvescompleting a teaching internship and passing theCalifornia Basic Skills Test （CBST）， California SubjectMatter Test （CSET）， Reading Instruction CompetenceAssessment （RICA）， and the U.S. ConstitutionTest. Only after meeting these requirements canone apply for a California teaching credential. Ifyou intend to teach in a bilingual school or instructnon-native English speakers， you’ll need to pass theBilingual， Cross-Cultural， Language and AcademicDevelopment （BCLAD） as well as the CaliforniaTeacher of English Learners （CTEL） examinations.Most bilingual schools require teachers to possessboth a Multiple Subjects Teaching Credential and aDual Language/Bilingual Teaching Endorsement. Youcan visualize the entire process in the diagram above：

需要特別注意的是，各個(gè)州指定的相關(guān)考試并不相同。例如， 紐約州指定的是New York State TeacherCertification Examinations（ NYSTCE ），佐治亞州則是Georgia Assessments for the Certification of Educators（ GACE ）。另外還有，一個(gè)被40多個(gè)州采用的Praxis考試。部分州考慮到完成教師預(yù)備項(xiàng)目的時(shí)間較長(zhǎng)，因此對(duì)已經(jīng)取得學(xué)士學(xué)位的申請(qǐng)人，會(huì)提供其他可以加快完成課程的教師預(yù)備項(xiàng)目（ Accelerated Teacher Certification Program ）。但是，申請(qǐng)人一定要與本州教師資質(zhì)授予部門直接取得聯(lián)系并確認(rèn)哪種形式比較適合自身的情況。

It’s crucial to understand that differentstates designate various examinations for teachercertification. For instance， New York State specifies theNew York State Teacher Certification Examinations（NYSTCE）， while Georgia designates the GeorgiaAssessments for the Certification of Educators（GACE）. There’s also the Praxis exam， which hasbeen adopted by over forty states. Some statesoffer alternative Accelerated Teacher CertificationPrograms for individuals who already hold a bachelor’sdegree， aiming to expedite program completion，recognizing the extended duration of traditionalteacher preparation programs. However， it’s imperativefor applicants to directly contact their state’s teachercertification department to ascertain the appropriateformat for their specific circumstances.

值得一提的是，近年來(lái)在美國(guó)高校開設(shè)的比較受中國(guó)留學(xué)生青睞的對(duì)外英語(yǔ)教學(xué)和對(duì)外漢語(yǔ)教學(xué)專業(yè)和教師準(zhǔn)備項(xiàng)目，其所頒發(fā)的資質(zhì)并不能替代或等同美國(guó)K—12教師資格證。因此，若要在美國(guó)中小學(xué)任教，還須根據(jù)項(xiàng)目要求完成指定科目和考試。如果僅計(jì)劃在中小學(xué)教授中文課程，可以申請(qǐng)專門的語(yǔ)言教學(xué)資質(zhì)，例如佐治亞州立大學(xué)的世界語(yǔ)教師培養(yǎng)項(xiàng)目（WorldLanguage Teacher Certificate）。

It’s worth noting that in recent years， TeachingEnglish to Speakers of Other Languages （TESOL） andTeaching Chinese to Speakers of Other Languages（TCSOL） majors and teacher preparation programs atU.S. colleges and universities have gained popularityamong Chinese students. However， the certificatesawarded in these programs are not a substitute for，nor are they equivalent to， a U.S. K-12 teachingcredential. Therefore， to teach in U.S. elementaryand secondary schools， you must fulfill the requiredsubjects and exams in accordance with programrequirements. If your intention is to solely teachChinese in elementary or secondary schools， you canapply for a specialized language teaching credential，such as the World Language Teacher Certificate fromGeorgia State University.

大多數(shù)州可以接受在其他州完成的教師培養(yǎng)課程的學(xué)分或者教師資格，但此類教師需要參加并通過(guò)本州規(guī)定的相關(guān)考試。部分州也可以接受中國(guó)國(guó)內(nèi)頒發(fā)的教師資格證，但通常需要通過(guò)既有的學(xué)者交換交流項(xiàng)目的操作，同時(shí)對(duì)申請(qǐng)人也有相關(guān)要求。具體規(guī)定須以當(dāng)?shù)亟逃鞴懿块T的規(guī)定為準(zhǔn)。

Most states have provisions for acceptingcredits or teacher qualifications earned from teacherpreparation programs completed in other states.However， teachers from out-of-state programs aretypically required to take and pass the relevantexams designated by the accepting state. In somecases， certain states may consider certification forteaching credentials issued in China， although thisoften occurs within established scholar exchangeprograms， and there may be specific requirements forthe applicants. The precise regulations are subject tothe policies of local education authorities.

最后，兩位老師介紹了在申請(qǐng)教師資格證時(shí)的注意事項(xiàng)。首先，在選擇項(xiàng)目時(shí)，必須確定項(xiàng)目的培養(yǎng)目標(biāo)是針對(duì)可以在美國(guó)K—12任教的教師的；其次，遇到問(wèn)題時(shí)，應(yīng)該向?qū)W?；蚋髦莸慕處熧Y格證主管部門了解信息，切勿輕信非官方網(wǎng)絡(luò)渠道的信息，以免被誤導(dǎo)。

Finally， the two teachers provided insightsinto key considerations when applying for teacherlicensure. First， when selecting a program， it’sessential to ensure that the program’s trainingobjectives are aligned with preparing teachers forK-12 instruction in the United States. Second， whenfacing challenges or questions， it’s advisable to seekinformation from the school or the state’s teacherlicensing authority. It’s important to avoid relyingsolely on information from other online sources toprevent potential misinformation.

取得中小學(xué)教師資格證，能為有志于在美國(guó)中小學(xué)從事中文教學(xué)工作的教師們奠定必要的基礎(chǔ)，使其符合進(jìn)入本行業(yè)的基本條件。

Obtaining an Elementary and Middle SchoolTeacher’s License lays a strong foundation foreducators who aspire to teach Chinese in Americanelementary and middle schools， enabling them tomeet the fundamental prerequisites for entering thisfield.

綜上所述，教師培養(yǎng)使本土教師獲得從事中文教學(xué)工作所需要的中文本體知識(shí)、教育學(xué)基本理念，建立正確的專業(yè)態(tài)度，具備基本的教學(xué)技能；之后教師可以一邊從事教學(xué)實(shí)踐，一邊參加內(nèi)容各異的崗前、崗中、脫崗等形式的教學(xué)培訓(xùn)，從而為教師在教學(xué)過(guò)程中遇到的問(wèn)題提供具體的解決方案，并使其將教學(xué)理論與實(shí)踐、教學(xué)原則與技巧融為一體，逐步成長(zhǎng)為有經(jīng)驗(yàn)的優(yōu)秀教師。教學(xué)相長(zhǎng)，有經(jīng)驗(yàn)的教師如能在教學(xué)之余，堅(jiān)持學(xué)習(xí)和研究，注意把個(gè)人的教學(xué)經(jīng)驗(yàn)升華到一定的理論高度，將中文教學(xué)的成果擴(kuò)展為適用于整個(gè)外語(yǔ)教學(xué)領(lǐng)域的普遍性經(jīng)驗(yàn)，那么語(yǔ)言教師就不再是“教書匠”，而是學(xué)者型教學(xué)專家了。這正是我們國(guó)際中文教師應(yīng)該努力追求的目標(biāo)。

In summary， teacher training equips localinstructors with the foundational knowledge of theChinese language， essential pedagogical concepts，fosters the development of the right professionalattitude， and imparts fundamental teaching skillsnecessary for effective Chinese language instruction.Subsequently， while engaged in teaching practice，teachers actively participate in a variety of teachertraining programs， including pre-service， in-service，and off-service training， tailored to address variousaspects of their professional growth. These programsprovide concrete solutions to the challenges teachersencounter during the teaching process， allowingthem to seamlessly integrate teaching theory andpractice， instructional principles， and techniques，thus evolving into experienced and exceptionaleducators. For experienced teachers， continuingeducation and research beyond their teachingresponsibilities are paramount. By elevating theirteaching experience to a higher theoretical plane andextending the achievements in Chinese languageteaching to universal practices applicable acrossthe broader foreign language education landscape，language teachers can transcend the mere role of“pedagogues” to become scholarly teaching experts.This should be the aspirational goal for Chineselanguage teachers.

供圖/ 中國(guó)國(guó)際中文教育基金會(huì) 梁霞